Education Perspectives: Social Class

MACRO PERSPECTIVES

Macro perspectives have an overall model of society. They explain social class differences in education by the role or function which education plays in society.

Similarities between functionalism and Marxism

Functionalist and Marxist approaches are both macro perspectives which have been used to explain social class differences in educational achievement. Both look at the overall structure of society, and argue that education prepares pupils for their position in an unequal society. In this way there are similarities between them.

Differences between functionalism and Marxism

There are, however, other differences. Functionalism is a consensus theory. Functionalists argue that society is based on shared values, and that the education system transmits these. This is one of its functions. Shared values are transmitted through the formal and hidden curriculum: through knowledge of the curriculum and school rules.
Functionalists also argue that education prepares children for their future role in the economy. It does this through their qualifications. This is the function of selection. Education selects the most talented children (Davis and Moore). It operates on a meritocratic basis. Children are then allocated to their future work roles on the basis of these qualifications.

Marxists also argue that children are selected for their future role in production at school, but they do not see this as meritocratic. They argue that the education system reinforces existing inequalities. Ruling and subject class children receive an education which corresponds to their future role in production (Bowles and Gintis). This is called correspondence theory. Ruling class children are educated for leadership in private schools, and subject class children for obedience.

The education system also legitimates or justifies inequalities by arguing that they are a fair reflection of differences in ability. This is an important tool of ideological control. Marxists also argue that the curriculum reflects a dominant culture, not shared values. School knowledge is based on that which is valued by the ruling class.

MICRO PERSPECTIVES

Interactionists do not study the overall structure of society. They are interested in face-to-face interaction. This takes place in classrooms. This kind of approach is called a micro perspective.

Labelling Theory

Interactionists have been interested in how teachers label pupils. This is called labelling theory. They are also interested in the effect this has on pupils. Researchers such as Ball have studied the effects of teacher labelling, banding and streaming. These help to create pro- and anti-school cultures. Interactionists carry out small pieces of research, often using ethnographic methods.